Understanding what students expect from undergraduate teaching assistants (tutors) is essential to improving the effectiveness of student-tutor interactions. Building on the work of Lim et al. (2023), this study replicates and extends prior research by conducting 23 semi-structured interviews across four institutions to further examine the expectations students have on tutors in university CS2 courses. The original study was scoped within a single institution; by expanding beyond a single-institution sample, we examine the generalizability of previously identified student expectations and explore new perspectives on the tutor's role during tutoring hours. Our findings reveal a large set of roles tutors are expected to play. These roles can be categorized into tutors as solutionists, diagnosticians, and facilitators. Tutors are expected to play these roles, switch between them, or at times take on multiple roles at once. We detail the expectations associated with each category and surface both confirmed and novel findings relative to Lim et al.'s work. Our discussion highlights the emotional labors involved in tutoring, identifies implicit and sometimes unreasonable student expectations, and provides a practical framework for supporting tutors in aligning their efforts with student needs. Implications and limitations of our categorization of roles are discussed alongside directions for future research.

Requirements Engineering (RE) is a challenging topic to teach, especially when not all students see the value in learning it. Students have limited experience with RE before graduation, even after taking a required RE class and doing internships. In contrast, alumni from our program often highlight RE as one of the more important classes they take. To address this gap, we investigated current industry practices and compare that with students' perspectives. We conducted surveys with computer science and software engineering alumni ($\mathrm{N}=116$) and upperclassmen ($\mathrm{N}=38$), asking both groups for their thoughts on RE and examples of where it has shown up in their (budding) careers. We also interviewed survey respondents ($\mathrm{N}=12$) to add more detailed examples of RE. We found that while both alumni and students find the class important, many students have negative impressions of RE and do not have opportunities to gain experience outside of our RE course or capstone. Alumni shared what the current state of RE looks like in practice, such as how some only receive requirements secondhand. Also, their examples highlight how intertwined software engineering areas can be, such as the frequent overlap with software design. We discuss these findings and offer recommendations for teaching requirements engineering to undergraduates, such as giving students RE experiences in the classroom since they do have many other opportunities before graduating.

TikTok has gained immense popularity among teenagers, offering access to numerous user-generated content. Notably, food videos have emerged as a prominent theme on this short-form video social platform. The casual and enjoyable nature of short food videos on TikTok belies their potential influence on one of teenagers' most immediate and regular health practices--eating. Understanding how teenagers interact with these videos, their subsequent actions, and the resulting impact on their food practices and eating habits have the potential to provide insight into their broader lifestyle choices and their interactions within their social circles, including parents, friends, and other people online. By examining how teenagers use TikTok food videos online and offline, we gain a deeper understanding of the intricate relationship between social media, teenage lifestyle, and social dynamics surrounding food practices. In this research, we conducted 15 semi-structured interviews with teenagers aged 13 to 19, investigating their consumption of TikTok food videos and the actions inspired by them. By examining the multifaceted influence of TikTok food videos from a temporal perspective, this study contributes to the reflections of teens' use of TikTok food videos and their inspired food practices in the short and long term, online and offline. We propose design and theoretical implications to support teenagers' health. These insights have the potential to extend to various contexts, helping educators, policymakers, and designers in fostering healthy lifestyles among teenagers.

Livestreams are now ubiquitous-moving beyond web and mobile-based platforms into products such as fitness machines and smart home assistants. As such, viewership practices have also become varied and diverse: livestreams are used for interactive entertainment, social companionship, and multi-perspective spectatorship for music festivals and sporting events. At the premier in-person gaming livestream event, Games Done Quick (GDQ), attendees engage in a variety of different viewership practices across different event spaces where the livestream is projected on large stage screens, onto walls as peripheral displays, and routed to televisions in hotel venue rooms. This study takes GDQ as an information-rich fieldsite to examine how livestream viewership shifts, changes, and interleaves across physical spaces to provide an expanded livestream experience. From 11 semi-structured interviews with GDQ attendees and participant observations at three GDQ events, we found diverse practices of both direct and indirect viewership: the livestream is viewed in collocation with an audience and stage, but is also used to establish viewership continuity across disjoint spaces, tangentially to shop for interesting moments, as a timekeeping device, and even as a means of auditory obfuscation. To unpack these forms of viewership, we conceptualize livestreams as design material and identify its two key qualities of focality and metacontent. We illustrate how examining livestreams' focality and metacontent qualities allow us to understand the relationship between different livestream configurations and different viewership behaviors, as well as chart out new under-explored design directions for livestreaming that blend physical and digital spaces.

This research explores how teenagers interacted with food-related TikTok content and how this influenced their eating behavior and practices. Using 186 surveys and five interviews, we show how teenagers think of healthy eating and what actions they took after being inspired by TikTok. We find that teenagers take inspiration from TikTok food content in different temporal stages, from immediately trying out new food items to long-term diet planning. We discuss potential design opportunities to support teenagers’ social use of TikTok food content in online and offline contexts.

The adoption of design fiction into design research has recently been expanding within the HCI community. Design fiction workshops have fruitfully facilitated users and researchers discussing and creating future technologies by exposing differing viewpoints. Yet, most scholarship focuses on the ostensibly successful outputs of these workshops. It remains unclear exactly what sort of interaction dynamics are instigated by design fiction in collaborative design. How might design fiction affect what we consider in design, and how is this reflected in the ensuing design? To fill this gap, our study examines design fictions across five workshops where diverse participants created futuristic autobiographies, a method to elicit values, and built diegetic prototypes both individually and collaboratively. We detail their design processes and unpack three kinds of soft conflicts that arose between participants and allowed them to bring up and discuss differing values regarding technology in society. Reflecting on our workshops, we discuss their implications on how one might employ design fiction in collaborative design.

Casters commentate on a live, streamed video game for a large online audience. Drawing from 20 semi-structured interviews with amateur casters of either Dota 2 or Rocket League video games and over 20 hours of participant observations, we describe the distinctive practices of two types of casters, play-by-play and color commentary. Play-by-play casters are adept at improvising a rich narrative of hype on top of live games, whereas color commentators methodically prepare to fill in the gaps of live play with informative analysis. Casters often start out alone, relying upon reflective practice to hone their craft. Through examining challenges faced by amateur casters, we identified three design opportunities for game designers to support casters and would-be casters as first-class users. Such designs would provide an antidote to the challenges faced by amateur casters: those of the lack of social support for casting, camerawork, and data availability.

Games Done Quick (GDQ) is both a week-long video game speedrunning marathon and a successful charity event, raising more than $1.5 million USD in each of its past five events. To understand GDQ's success as an online charity event, we conducted 18 semi-structured interviews with GDQ speedrunners, attendees, hosts, and online viewers, analyzed past donation data, and conducted 72 hours of in-person participant observations at a live GDQ event. We found that central to every GDQ event is "the couch" which reconstructs the environment of a living room. Viewers do not simply donate to support the charity or in response to the technical prowess and ingenuity of speedrunners, but to actively interact with and be part of the couch experience, the ideal social milieu of speedrunning. Building upon previously identified motivations of why viewers donate to online live streamers, our work contributes to understanding how collocated gatherings can reinforce and amplify the cultural and social aspects of online subcultures (even heterogeneous ones) to encourage charitable giving. This opens opportunities for design that evoke a visceral level of engagement with charity events similar to that observed at GDQ.